Higher education, tertiary education Books
Aspen Publishing Foreign Relations Law: Cases and Materials
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£266.14
Aspen Publishing The Law of Patents: [Connected Ebook]
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£223.71
Aspen Publishing Aspen Treatise for Federal Jurisdiction
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£107.10
Aspen Publishing Information Privacy Law: [Connected Ebook]
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£266.14
Aspen Publishing K: A Common Law Approach to Contracts [Connected
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£310.50
Aspen Publishing Problems and Materials on Commercial Law:
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£293.25
Aspen Publishing Examples & Explanations for Criminal Law
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£60.26
Aspen Publishing Strategies & Tactics for the MBE 2
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£76.00
Aspen Publishing ABCs of Debt: A Case Study Approach to
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£177.65
Aspen Publishing Glannon Guide to Sales: Learning Sales Through
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£60.30
Aspen Publishing Examples & Explanations for Professional
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£71.25
Aspen Publishing Ethical Problems in the Practice of Law
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£272.00
£323.10
Aspen Publishing Examples & Explanations for Constitutional Law:
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£66.60
Aspen Publishing Federal Rules of Civil Procedure: With Resources
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£63.00
Aspen Publishing Processes of Constitutional Decisionmaking: Cases
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£75.60
![An Introduction to the American Legal System: [Connected Ebook]](//bookcurl.com/cdn/shop/files/9781543858211.jpg?v=1763647119&width=645)
Aspen Publishing An Introduction to the American Legal System: [Connected Ebook]
£183.96
Aspen Publishing Glannon Guide to Professional Responsibility: Learning Professional Responsibility Through Multiple-Choice Questions and Analysis
£62.55
University of Arkansas Press Lyon College, 1872-2002: The Perseverance and
Book SynopsisThis is a history in microcosm of the American small college. It is a story of the power of persistence of the educational ideal, of the communal will to survive, and of the idea of the promise of a better day to come.
£999.99
Gallaudet University Press,U.S. The History of Gallaudet University: 150 Years of
Book SynopsisPublished to commemorate Gallaudet University's 150th anniversary, this book traces the historic path that Gallaudet traveled to become the finest institution of higher education for deaf people throughout the world. In the same way that the country's land-grant universities brought higher education to more American students than ever before, Gallaudet offered the same opportunities to deaf students for the first time. Featuring more than 250 photographs and illustrations, this volume also details poignantly the evolution of American Sign Language as a language of scholarship at Gallaudet during a time when its use in educational institutions was largely discouraged or prohibited.
£999.99
Gallaudet University Press,U.S. Promoting Positive Transition Outcomes: Effective
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£999.99
Taylor & Francis Inc Writing the Community: Concepts and Models for
Book SynopsisThe first volume in AAHE and Campus Compact’s series on service-learning in the disciplines, the book discusses the microrevolution in college-level Composition through service-learning. The essays in this volume show why service-learning and communication are a natural pairing and give a background on the relationship between service-learning and communication with maps to suggest where it should go in the future.Table of ContentsForeword by Edward Zlotkowski Introduction to this Volume Service-Learning and Composition at the Crossroads by Linda Adler-Kassner, Robert Crooks, and Ann Watters Introduction Service-Learning. Help for Higher Education in a New Millennium? by Lillian Bridwell-Bowles Writing Across the Curriculum and Community Service Learning. Correspondences, Cautions, and Futures by Tom Deans Community Service Writing. Problems, Challenges, Questions by Nora Bacon Community Service and Critical Teaching by Bruce Herzberg Rhetoric Made Real. Civic Discourse and Writing Beyond the Curriculum by Paul Heilker Democratic Conversations. Civic Literacy and Service-Learning in the American Grains by David D. Cooper and Laura Julier Partners in Inquiry. A Logic for Community Outreach by Linda Flower Service-Learning. Bridging the Gap Between the Real World and the Composition Classroom by Wade Dorman and Susann Fox Dorman Systems Thinking, Symbiosis, and Service. The Road to Authority for Basic Writers by Rosemary L. Arca Combining the Classroom and the Community. Service-Learning in Composition at Arizona State University by Gay W. Brack and Leanna R. Hall The Write for Your Life Project. Learning to Serve by Serving to Learn by Patricia Lambert Stock and Janet Swenson On Reflection. The Role of Logs and Journals in Service-Learning Courses by Chris M. Anson Annotated Bibliography Community Service and Composition by Nora Bacon and Tom Deans Appendix Program Descriptions List of Contributors
£46.63
Taylor & Francis Inc Voices of Strong Democracy: Concepts and Models
Book SynopsisEleventh in AAHE and Campus Compact’s series on service-learning in the disciplines, this book focuses on incorporating service-learning in communication, one of the fastest growing disciplines in higher education. The first part provides a strong argument on why service-learning should be part of the communication curriculum, while the second part dramatically demonstrates the ways in which service-learning has a natural affinity for the communication discipline.Table of ContentsAbout This Series—Edward Zlotkowski Preface. Service-Learning in Communication. A Natural Partnership—James L. Applegate and Sherwyn P. Morreale Part One. Program-Level Overviews Service-Learning in Communication. Why?—Paul A. Soukup Integrating Communication Theory and Practice in Community Settings. Approaches, Opportunities, and Ongoing Challenges—Christine M. Bachen Integrating Service-Learning Into the Communication Curriculum at a Research University. From Institutionalization to Assessment of Effectiveness—Mark J. Bergstrom and Connie Bullis Service-Learning at the Graduate Level—Sally Perkins, Virginia Kidd, and Gerri Smith Faculty Incentives. A Necessity for Integrating Service-Learning—Kathleen H. Stacey and Chris Wood Foreman Part Two. Service-Learning in Communication Courses Learning Language, Culture, and Community—Peggy Hashemipour Service-Learning and Interpersonal Communication. Connecting Students With the Community—Tasha Souza Small Group Problem Solving as Academic Service-Learning—Paul Yelsma Performance of Oral Traditions. A Service-Learning Approach—Kristin Bervig Valentine Advocacy in Service of Others. Service-Learning in Argumentation Courses—Mark A. Pollock Giving Students “All of the Above:” Combining Service-Learning With the Public Speaking Course—Sara Weintraub Communication and Social Change. Applied Communication Theory in Service-Learning—Robbin D. Crabtree Community Media as a Pedagogical Laboratory— Virginia Keller, Jeff Harder, and Craig Kois Read All About It! Using Civic Journalism as a Service-Learning Strategy—Eleanor Novek The Communication Campaigns Course as a Model for Incorporating Service-Learning into the Curriculum—Katherine N. Kinnick Public Relations and Public Service. Integrating Service-Learning Into the Public Relations Seminar— Lynne A. Texter and Michael F. Smith Part Three. Reflections and Resources Critical Reflection and Social Power in Service-Learning—Angela Trethewey Communication and Service-Learning. Bridging the Gap—April R. Kendall Appendix Annotated Bibliography. Service-Learning and Communication—Irene Fisher and Ann Wechsler, updated by April R. Kendall Contributors to This Volume
£46.53
Taylor & Francis Inc Life, Learning, and Community: Concepts and
Book SynopsisThis book represents the 18th of AAHE’s series on service-learning in the disciplines and focuses on service-learning strategies and models in biology. Although, there are obvious applications for service-learning in such fields as nursing and teacher education, incorporating it into natural science courses has not always seemed practical to science instructors. This book not only provides strong arguments for using service-learning in biology courses but also gives real life examples of how it has been successfully used in biology curricula.Table of ContentsAbout This Series—Edward Zlotkowski Acknowledgments Introduction—David C. Brubaker and Joel H. Ostroff Part One. Service-Learning as a Mode of Civic Education Educational Benefits Associated With Service-Learning Projects in Biology Curricula by John C. Kennell An Environmental Science Approach to Service-Learning in Biology by Jeffrey A. Simmons Part Two. Course Narratives Service-Learning in Botany. A Public School Project by Nancy K. Prentiss Service Stimulates Science Learning in At-Risk Kids. The Millikin Model by Marianne Robertson Virginia STEP. Evidence That Service-Learning Can Enhance a College Biology Program by Alan Raflo Service-Learning in Biology. Providing a College Experience for High School Students by Scott S. Kinnes Expanding the Reach of University Courses in Biology and Health to Provide Meaningful Service to Undeserved Communities by Amal Abu-Shakra and Tun Kyaw Nyein Community and Environmental Compatibility in the York River Watershed. A Project-Based Interdisciplinary Service-Learning Course by A. Christine Brown and Samuel A. McReynolds Service-Learning in Biology. Using the Internet and Desktop Video Conferencing by Paul D. Austin Service-Learning in the Natural Sciences. North Seattle Community College by Peter Lortz Part Three. The Discipline and Beyond Service-Learning and Field Biology in Post-Colonial Perspective. The Bahamas Environmental Research Center as a Case Study by Luther Brown Biology and Service-Learning. Logical Links by Joel H. Ostroff and David C. Brubaker Appendix. Reprints From Science and Society. Redefining the Relationship (Campus Compact, 1996. Summary Course Descriptions Suggested Readings Contributors to This Volume
£46.33
Taylor & Francis Inc Projects That Matter: Concepts and Models for
Book SynopsisThis book represents the 14th in the Service-Learning in the Disciplines Series and concentrates on how service-learning can be successfully incorporated in engineering programs, a discipline to which is it relatively new. Contributors to the volume are experienced in using service-learning and address issues of concern to engineering educators. As one peer reviewer commented, "The audience for this [book] is the engineering education community--that community will expect practical applications of the theory that will lead to improved engineering education."Table of ContentsAbout This Series—Edward Zlotkowski Introduction—Edmund Tsang Part One. Service-Learning in Engineering Education What I Never Learned in Class. Lessons From Community-Based Learning—Gerald S. Eisman Service-Learning as a Pedagogy for Engineering. Concerns and Challenges—Edmund Tsang Service-Learning Reflection for Engineering. A Faculty Guide—Jennifer Moffat and Rand Decker How to Institutionalize Service-Learning Into the Curriculum of an Engineering Department. Designing a Workable Plan—Peter T. Martin. and James Coles Professional Activism. Reconnecting Community, Campus, and Alumni Through Acts of Service—Rand Decker Part Two. Service-Learning Course and Program Models EPICS. Service-Learning by Design—Edward J. Coyle and Leah H. Jamieson Service-Learning in a Variety of Engineering Courses—John Duffy Integrating Service-Learning Into Computer Science Through a Social Impact Analysis—C. Dianne Martin Service-Learning. A Unique Perspective on Engineering Education—Marybeth Lima Integrating Service-Learning Into “Introduction to Mechanical Engineering”—Edmund Tsang Service-Learning and Civil and Environmental Engineering. A Department Shows How It Can Be Done—Peter T. Martin Cross-Cultural Service-Learning for Responsible Engineering Graduates—David Vader, Carl A. Erikson, and John W. Eby Part Three. Additional Resources Assessment of Environmental Equity. Results of an Engineering Service-Learning Project—Richard Ciocci Service-Learning in Engineering at the University of San Diego. Thoughts on First Implementation—Susan M. Lord Appendix Annotated Bibliography—Edmund Tsang Contributors to This Volume
£46.53
Taylor & Francis Inc Connecting Past and Present: Concepts and Models
Book SynopsisThe question that animates volume, 16th in the Service-Learning in the Disciplines Series, is: Why connect service-learning to history courses? The contributors answer that question in different ways and illustrate and highlight a diversity of historical approaches and interpretations. All agree, however, that they do their jobs better as teachers (and in some cases as researchers) by engaging their students in service-learning. An interesting read with a compelling case for the importance of history and how service-learning can improve the historian’s craft.Table of ContentsAbout This Series—Edward Zlotkowski Introduction—Ira Harkavy and Bill M. Donovan Part One. Perspectives on History and Service-Learning Service-Learning as a Strategy for Advancing the Contemporary University and the Discipline of History—Bill M. Donovan Service-Learning, Academically Based Community Service, and the Historic Mission of the American Urban Research University—Ira Harkavy Emerson's Prophecy—John Saltmarsh Service-Learning and History. Training the Metaphorical Mind—J. Matthew Gallman Part Two. Case Studies—American History The Turnerian Frontier. A New Approach to the Study of the American Character—Michel Zuckerman Reflections of a Historian on Teaching a Service-Learning Course About Poverty and Homelessness in America—Albert Camarillo History as Public Work—Elisa von Joeden-Forgey and John Puckett Reclaiming the Historical Tradition of Service in the African-American Community—Beverly W. Jones Part Three. Case Studies—Latin-American and European History Service-Learning as a Tool of Engagement. From Thomas Aquinas to Che Guevara—Bill M. Donovan Serving and Learning in the Chilean Desert—Marshall C. Eakin Classical Studies and the Search for Community—Ralph M. Rosen The Unspoken Purposes of Service-Learning. Teaching the Holocaust—Steve Hochstadt Appendix Annotated Bibliography—Bill M. Donovan and John Saltmarsh Contributors to This Volume
£46.73
Taylor & Francis Inc Working for the Common Good: Concepts and Models
Book SynopsisService-learning prepares business students to see new dimensions of relevance of their coursework. It provides structures for students to establish caring relationships with others that validate their humanity. Service-learning is an important way for management faculty to help their departments, schools, and universities to better fulfill their missions and visions. This volume, 15th in the Service-Learning in the Discipline Series, provides an excellent way to get involved.Table of ContentsAbout This Series—Edward Zlotkowski Preface—Charles Wankel Introduction—Paul C. Godfrey and Edward T. Grasso Part One. Theoretical s Business Education for the 21st Century—Judith Samuelson A Moral Argument for Service-Learning in Management Education—Paul C. Godfrey Transforming Management Education. The Role of Service-Learning—Sandra Waddock and James Post Management Students as Consultants. A Strategy for Service-Learning in Management Education— Amy L. Kenworthy-U'Ren A Postmodern Service-Learning Pedagogy. The Story of the Greenback Company—Grace Ann Rosile and David Boje Part Two. Pedagogical Papers. Individual Courses Experiencing Strategy at the University of Notre Dame—James H. Davis and John G. Michel Teaching Leadership and Management Through Service-Learning—Gaylen N. Chandler The More We Serve, the More We Learn. Service-Learning in a Human Resource Management Course—Sue Campbell Clark Part Three. Pedagogical Papers. Institutional Programs The Oklahoma Integrated Business Core. Using a Service-Learning Experience as a Foundation for Undergraduate Business Education—Larry K. Michaelsen, James M. Kenderdine, John Hobbs, and Forest L. Frueh Learning Well—Doing Good. Service-Learning in Management Education—Christine H. Lamb, James B. Lee, Robert L. Swinth, and Karen L. Vinton The ICIC Program. An Executive MBA Business School Service-Learning Program Model—Marilyn L. Taylor Appendix Annotated Bibliography Service-Learning and Management Education—Daniel R. McKell Contributors to This Volume
£46.43
Taylor & Francis Inc Practice Of Change: Concepts and Models for
Book SynopsisThis volume, seventh in the Service-Learning in the Disciplines Series, explores the important lessons women’s history and women’s studies hold for the broader service-learning community and the critical opportunity for women’s studies to reconnect with its activist past. The book includes essays with real examples of service-learning projects in women’s studies and lists an extensive bibliography of service-learning and women’s studies sources.Table of ContentsPART ONE. THEORY AND HISTORY. On Critical Thinking and Connected Knowing—Blythe McVicker Clinchy; Educating the Artist. A Political Statement—S.A. Bachman, with D. Attyah; A Feminist Challenge to Community Service. A Call to Politicize Service-Learning—Tobi Walker; The History of Women and Service in the United States. A Rich and Complex Heritage—Helen Damon-Moore; Service-Learning and Women's Studies. A Community College Perspective—Karen Bojar; PART TWO. EDUCATING FOR ACTION. The “Different Voice” of Service—Catherine Ludlum Foos; Learning Across Boundaries. Women' Studies, Praxis, and Community Service—Mary Trigg and Barbara J. Balliet; Women's Studies and Community-Based Service-Learning. A Natural Affinity—Patricia A. Washington; Educated in Agency. Student Reflections on the Feminist Service-Learning Classroom—Melissa Kesler Gilbert; The Urban Educational Initiative. Supporting Educational Partnerships With Young, Urban Girls—Kimberly Farah and Kerrissa Heffernan; PART THREE. NARRATING THE JOURNEY. Women, AIDS, and Social Justice. An Autobiography of Activism and Academia—Sally Zierler; TCBY in Limón, Costa Rica. Women's Studies and the (Re)construction of Identity in International Service-Learning—Debra J. Liebowitz; “Civic Character” Engaged. Adult Learners and Service-Learning—Eve Allegra Raimon and Jan L. Hitchcock; Resolving a Conundrum. Incorporating Service-Learning Into a Women and the Law Course—Mary Pat Treuthart; BIBLIOGRAPHY.
£46.43
Taylor & Francis Inc From Cloister To Commons: Concepts and Models for
Book SynopsisThis volume, like its series companions, goes beyond simple "how-to" to discuss the implementation of service-learning within religious studies and what that discipline contributes to the pedagogy of service learning. The volume contains both theoretical and pedagogical essays by scholar-teachers in religious studies education, plus a resource guide.Table of ContentsForeword—Raymond Brady Williams About This Series—Edward Zlotkowski Introduction—Richard Devine, Josef Hellebrandt and Michael McLain Part I. Service-Learning and the Discipline of Religious Studies 1. Service-Learning and the Dilemma of Religious Studies. Descriptive or Normative?—Fred Glennon 2. Creating the Engaged University. Service-Learning, Religious Studies, and Institutional Mission—Charles R. Strain Part II. Service-Learning and Its Communities 3. Making Meaning. Reflections on Community, Service, and Learning—Keith Morton 4. On En/Countering the Other—Elizabeth M. Bounds, Barbara A.B. Patterson, and Tina Pippin 5. Service-Learning and Community Partnerships. Curricula of Mutuality—Peter M. Antoci and Sandra K. Smith Speck 6. Expanding the Horizon of Engagement. Pioneering Work at the University of Denver—M. Elizabeth Blissman Part III. Course s 7. Toward an Assessment-Based Approach to Service-Learning Course Design—Thomas G. McGowan 8. Service-Learning in an Introduction to Theology Course—Robert Masson 9. "God and Human Suffering" as a Service-Learning Course—Chris Johnson 10. "Religion and Social Engagement. Labor and Business Ethics"—John Leahy and Kim Bobo 11. Making a Difference With Service-Learning. "Christian Ethics and Modern Problems"—Walther H. Schuman 12. The Interweaving of "World Religions" and Service-Learning in a Community College Setting—Raj Ayyar 13. The Role of Service-Learning in the Transformation of "Islam. Faith and Practice"—Jonathan Brumberg-Kraus 14. "The History and Religion of Ancient Israel". An Introductory Course to the Hebrew Bible—Bradley D. Dudley 15. "Fieldwork in the Jewish Community"—Terry Smith Hatkoff Appendix 1. Print and Electronic Resource Guide 2. Contributors to This Volume
£46.53
Temple University Press,U.S. Acres Of Diamonds
Book SynopsisA new edition of the classic inspirational speech
£999.99
Llewellyn Publications,U.S. Celtic Folklore Cooking
Book SynopsisMuch of the folklore, proverbs, songs and legends of the Celtic nations revolve around this wonderful variety of food and drink. Drawn from the author's travels through Scotland, Ireland and Wales, the recipes presented in this text come with proverbs, songs and stories handed down from one generation to the next in the classic oral tradition of the Celts.
£19.99
American Association of Collegiate Registrars & Admissions Officers(AACRAO) Essentials of Enrollment Management
Book Synopsis
£57.60
Donning Company Publishers University of Kentucky Lexington Community
Book Synopsis
£25.17
Taylor & Francis Inc Teachers As Mentors: Models for Promoting
Book SynopsisThe book describes two similar and successful models of youth mentoring used by two acclaimed urban high schools that have consistently achieved exceptional graduation rates. Providing a detailed description of their methods – based upon extensive observation, and interviews with teachers, students, administrators, and parents – this book makes a major contribution to the debate on how to reduce the achievement gap.Using similar teacher-as-youth mentor and youth advising models, these two inner city schools – Fenway High School in Boston, Massachusetts; and the Kedma School in Jerusalem – have broken the cycle of failure for the student populations they serve—children from underrepresented groups living in poverty in troubled neighborhoods with few resources. Students in both schools have excelled academically, rarely dropout, and progress to college in significant numbers (Fenway has 90% graduation rate, with 95% of graduates going on to college. Kedma outperforms comparable urban schools by a factor of four). Both schools have won numerous awards, with Fenway High School gaining Pilot School status in Massachusetts, a recognition the state only awards to a few exemplary schools; and Kedma School being declared one of the 50 most influential educational endeavors in Israel.The success of both schools is directly attributable to their highly developed teacher-as-a-youth mentor programs that embody an ideology and mission that put students at the center of their programs and structures. The models are closely integrated with the curriculum, and support the social, emotional, cultural, and academic needs of students, as well as develop close mentor-student-parent relationships. The model furthermore includes extensive support for the mentors themselves. Apart from the potential of these models to narrow the achievement gap, these two schools have a record of creating a school climate that promotes safety, and reduces the incidence of bullying and violence. At the heart of both programs is creating community—between departments and functions in the school; and between teachers, staff, students, and parents. Everyone in the school system should read this book.Research suggests that caring relationships between students and teachers significantly enhance Social Emotional Learning (SEL) -- defined as the process through which children develop their ability to integrate thinking, feeling, and behaving to achieve important life tasks -- which is recognized as an important factor in children's success in school. However, caring schools are usually the exception, especially at the secondary level where relationships between students and teachers seem to deteriorate significantly. This book provides a schoolwide model for establishing caring secondary schools and enhancing SEL using a teacher-as-a youth mentor model.Trade Review"Teachers not only teach. They are also advocates, coaches, allies, supporters, and as Aram Ayalon reminds us in this thoughtful book, they are mentors as well. With concrete cases and useful suggestions from two cases – one in Boston and the other in Jerusalem – Teachers as Mentors provides inspiring examples of how promoting nurturing teacher-student relationships can help even the most underserved and marginalized students succeed."Sonia Nieto, Professor EmeritaUniversity of Massachusetts, Amherst“We ignore what Ayalon has to say at our peril. This is a book that takes us step-by-step through schools that were carefully designed to make it as easy as possible for teachers and students to learn from each other and from their shared world. Following the spirit of the examples presented here, specifically tailored to individual settings, might transform schools into places not only of achievement in scholastics, but also settings where students and teachers enjoy their work together."Deborah W. Meier, Director of New Ventures at Mission Hill and senior scholarNew York University’s Steinhardt School of Education"Teachers as Mentors is an invaluable resource for schools, especially those serving students who are urban, minority, and at-risk. Culture-building through mentoring capitalizes on relationships between teachers and students within democratic learning environments. Teachers who want to become mentors are given specific suggestions for creating close, nurturing relationships through a range of structure, strategies, and resources. The book is accessible, descriptive, and liberatory—giving hope through grassroots examples that teachers who commit to student-centered discourse and action can create the conditions needed for sustainable mentoring environments."Carol A. Mullen, The University of North Carolina at Greensboro, USA, former editor of Mentoring & Tutoring: Partnership in Learning"Ayalon's book in an important reminder that schools need to do more than teach curriculum and assess students -- they need to care and build relationships. In the current environment of high-stakes testing and accountability, it is easily forgotten that student success, both social and academic, is greatly influenced by student-teacher relationships. Ayalon looks at two schools, Fenway High School in Boston and Kedma School in Jerusalem, that successfully mentor at-risk students. The book is divided into five parts and he provides a summary and synthesis at the end of each part, as well as an appendix with examples of mentoring activities used at each school that may impact practice if implemented. Summing Up: Recommended."ChoiceTable of ContentsAcknowledgments Foreword—Deborah W. Meier Introduction Part I. Establishing Nurturing Schools 1. Youth at Risk and Student Dropout 2. Caring Schools 3. Mentoring and Teacher-Student Relationship 4. Schools With Teachers as Youth Mentors Part II. A Mentoring classes 5. Kedma’s Mentoring Class 6. Fenway’s Advisory Class Summary and Synthesis Part III. Individual Teacher-Student Relationships 7. Mentor-Student Relationship at Kedma 8. Advisor-Student Relationship at Fenway Summary and Synthesis Part IV. Mentor Support System 9. Kedma’s Mentor Support System 10. Fenway’s Advisory Support System Summary and Synthesis Part V. Summary and Implications 11. Summary, Discussion, and Implications Appendix
£42.75
Taylor & Francis Inc Social Responsibility and Sustainability:
Book SynopsisThis concluding volume in the series presents the work of faculty who have been moved to make sustainability the focus of their work, and to use service learning as one method of teaching sustainability to their students. The chapters in the opening section of this book – Environmental Awareness – offer models for opening students to the awareness of the ecological aspects of sustainability, and of the interdependence of the ecosystem with human and with institutional decisions and behavior; and illustrate how they, in turn, can share that awareness with the community.The second section – Increasing Civic Engagement – explores means for fostering commitment to community service and experiencing the capacity to effect change.The concluding section – Sustainability Concepts in Business and Economics – addresses sustainability within the business context, with emphasis on the “triple bottom line”—the achievement of profitability through responsible environmental practice and respect for all stakeholders in the enterprise.Trade Review"This collection of 11 essays promotes the connection between civic engagement, sustainability and environmental restoration. Divided into three sections, the essays cover how to cultivate environmental awareness in students and their communities, the importance of service-learning as a means of participating in a democratic society, and sustainable business practices (the so-called "triple bottom line"). The essays all stress service-learning in the context of educational institutions and the compatibility of making-money and acting socially responsible. The contributors are mostly professors of education, sociology, environmentally relevant science, business and management."Book News Inc."Case studies include a course that combined freshman writing with environmental mangagement, and a program in which college students worked with schoolchildren to grow food in urban "learning gardens"."The Chronicle of Higher EdTable of ContentsAcknowledgments Foreword—Robert A. Corrigan About This Series—Gerald S. Eisman Activity/Methodology Table Contributors Introduction—Tracy McDonald Section One. Environmental Awareness 1. Reconnecting to Land, People, and Community. Ecological Lessons From the Puebla-Alberta Community Service Exchange—Hans-Dittmar Mündel and Karsten Mündel 2. Integrating Sustainability and Service Learning into the Science Curriculum—Susan Sutheimer and Jesse Pyles 3. Sustainability Education Through an Interdisciplinary and Service-Learning Approach—Alison K. Varty , Shane C. Lishawa, Nancy Tuchman Section Two. Increasing Civic Engagement 4. What’s the Matter with American Democracy? Responding by Embracing Civic Engagement and Sustainability—Scott G. McNall 5. Sustainability Starts at Home. A Hybrid Service-Learning Model for Teaching Environmental Sustainability—J. Marshall Eames and Jeremy Brooks 6. Learning By Doing Across Disciplines. Activism, Environmental Awareness and Civic Engagement—Cheryl Swift and Sal Johnston 7. From Wolves to Wind Power. Fostering Student Understanding of Science, Stewardship, and Civic Engagement—Karen Whitehead and Mary Kay Helling 8. Multiculturalism and Sustainability Education. Engagement with Urban School Communities via Food and Learning Gardens—Dilafruz Williams Section Three. Sustainability Concepts in Business and Economics 9. Building Bridges and Social Capital through Service-Learning. A Blueprint Model—Curtis L. DeBerg 10. Sustainable Design Practices for the Social Entrepreneurial Business—Connie Ulasewicz 11. Teaching Sustainable Rural Economic Development Using Service-Learning Pedagogy—Beth Wilson Index
£48.26
Taylor & Francis Inc Building a Pathway to Student Learning: A How-To
Book SynopsisThis book leads you through the process of designing a learning-centered course. It is written as a “how-to” handbook, providing step-by-step guidance on creating a pathway to student learning, including 26 workboxes (also available free online) that lead you through each element of the course design process and promote a rich reflection process akin to being in a workshop setting. The authors prompt you to (1) consider the distinctive characteristics of your students; (2) clearly articulate your course learning goals; (3) create aligned summative assessments; (4) identify the specific knowledge, skills, and attitudes students will need in order to be successful; (5) craft effective learning experiences, informed by the well-documented research on how people learn; and (6) incorporate formative assessment to ensure you and your students are staying on track. Completion of the sequence of worksheets leads to a poster as a visual display of your course design. This graphic depiction of your course ties the components together, provides a clear map of action for teaching your course, for modifying as you evaluate the success of particular strategies or want to introduce new concepts, and for developing your syllabus. A rubric for evaluating course posters is included.For faculty developers, this book provides a proven and ready-made resource and text around which to design or redesign learner-centered course design workshops or multi-day course design retreats, replicating or modifying the renowned workshop that the authors have developed at the Air Force Academy for both faculty new to teaching and those with many years of teaching experience under their belt.Trade Review"The workbook has much to commend. First, each chapter contains a helpful and thorough survey of the more significant research on the topic under consideration. Second, the system suggested to redesign courses is logically ordered, and effective. Third, at several key points the authors suggest proactive ways of finding evaluation of stages in the course design from colleagues. Most importantly, the authors recognize that effective course design has to be a flexible system; they do not claim to have all the answers for how every course can best be structured, rather they provide a series of guiding questions so that individual instructors can think through how to order their classes so that they effectively take students from wherever they begin, to the acquisition of central proficiencies and the accomplishment of learning goals, whatever the discipline. For these reasons, this book should be essential for anyone developing or revising courses towards a learning-centered model."Reflective Teaching Journal"This book is valuable for both the novice and experienced faculty member. I am particularly impressed that it is written at a level that is easy to understand, yet guides the reader to a complex product individually designed to improve student learning."Todd ZakrajsekInternational Teaching Learning Cooperative, Chapel Hill, NC"Roll up your sleeves and get ready to learn practical guidelines for designing a learning-centered course. This book puts aside theory and argument for the transformational work of re-tooling courses with an emphasis on deep, lasting learning. Various strategies maximize the hands-on, retreat-like approach to achieving what the authors call transparency, alignment, and integration in course design. The book is more than a good read: it is a genuine workout for teachers committed to improving student learning."John Zubizarreta, Ph.D., Professor of English, Director of Honors & Faculty Development, Carnegie Foundation/CASE U.S. Professor of the YearColumbia College"This book leads you through the entire process of designing a well-aligned, learning-centered course – and makes it easy. Not only does it explain solid course design principles we can all agree on, such as backward design, but it also provides the hands-on practicality of a workbook: The reader creates a course as she proceeds through the book. Faculty can use on their own, or educational developers can develop an extended course design workshop around it."Linda B. Nilson, Ph.D. Director, Office of Teaching Effectiveness and InnovationClemson University"Building a Pathway for Student Learning offers a practical, research-informed, systematic, comprehensive yet concise pathway for faculty interested in designing and building more effective courses. The book is itself a cleverly designed 'curriculum' that will engage and assist faculty across the disciplines – from novices to veterans, working individually or collaboratively – in understanding and implementing 'backward design.' I strongly commend and recommend this book to academic administrators and faculty alike for its conceptual clarity, pragmatic advice and admirable brevity.”Tom Angelo, Assistant Provost, Director of the Center for the Advancement of Faculty Excellence (CAFE) and Professor of Higher EducationQueens University of Charlotte“Building a Pathway for Student Learning provides a practical and flexible guide to the wicked problem of teaching in higher education. As Jones, Noyd, and Sagendorf explain, faculty possess the content knowledge that is a prerequisite to teach effectively in college. That knowledge, however, is necessary but not sufficient for our work. What students know and are capable of doing as a result of our courses is what matters most, yet the dynamic nature of our students, disciplines, and institutions means that a static approach to teaching is bound to fail. Our disciplinary expertise, no matter how great, will not allow us to resolve this wicked problem.We need to supplement our disciplinary understanding with a systematic yet flexible approach to designing learning experiences for students. This book outlines an efficient and powerful process to do that. Jones, Noyd, and Sagendorf are excellent guides along the way. They have synthesized the best scholarly literature on learning and teaching; they also have practical experience gained by facilitating scores of course design retreats for diverse faculty. ‘Done well,’ Jones, Noyd, and Sagendorf remind us, ‘course design is a scholarly and deeply creative activity.’With this book as our guide, we will make progress in building pathways toward deeper student learning in all of our courses."Peter Felten, Assistant Provost for Teaching and Learning, Executive Director of the Center for Engaged Learning and the Center for the Advancement of Teaching and Learningand Associate Professor of History at Elon UniversityTable of ContentsPart One. Introduction 1. Our Course Design System and Effective Ways to Use This Book 2. Principles of Learning-Centered Course Design Part Two. Elements of the Learning Pathway 3. The Starting Point. Student Learning Factors 4. Defining the Destination. Learning Goals 5. Students’ Successful Arrival. Summative Assessment 6. What Your Students Need to Be Successful. Learning Proficiencies 7. Travelling the Pathway. Learning Experiences 8. Staying on Track. Formative Assessment Part Three. Pulling the Elements Together 9. Visualizing the Learning Pathway. The Course Poster 10. Students’ Pathway to Success. The Course Syllabus 11. Anticipating the Challenges Ahead Appendix A. Rubric for Evaluating Course Posters Appendix B. Taxonomy of the Psychomotor and Affective Domains Appendix C. Sample Syllabus References About the Authors Index
£186.36
Monthly Review Press,U.S. Digital Diploma Mills: The Automation of Higher
Book Synopsis
£72.60
Monthly Review Press,U.S. Reclaiming the Ivory Tower: Organizing Adjuncts
Book Synopsis
£72.45
St Augustine's Press American Heresies and Higher Education
Book SynopsisThese closely interrelated essays explore who we think we are and what we believe we’re supposed to do as free and relational persons these days. Our country is rife with heresies, which shouldn’t be regarded as all that negative. Heresies are always partly true, and they highlight part of the truth we might otherwise ignore. Our insistent efforts to maximize our autonomy is based upon the truth that each of us free persons is more than merely part of a species or part of a country. Our libertarians—who are typically our most savvy futurologists—constantly remind us that the freedom we won for ourselves through our technological capabilities. They typically fail to remind us, however, that those gifts are a challenge to our free wills. Technology is only good if limited and directed by our relational responsibilities, as well as by authentically living in the truth. Similarly, our evolutionary psychology is a heresy. It highlights the fact that we’re irreducibly relational beings, and that most of our happiness comes from performing our natural responsibilities as members of a highly social species. An excessive concern with autonomy produces loneliness and disorientation, and it is surely the main cause of the birth dearth that threatens the future of our basic entitlements and threatens to become a national security issue. But evolutionary psychology can’t even begin to account for the greatness and misery of our irreducible freedom, and it has little to say about what really animates priests, philosophers, poets, presidents, physicists, and so forth. Our Lockean pretensions toward autonomy need to be chastened by what the Darwinians know about the “eusocial” animal, just as the Darwinians stand in need of guidance by the Lockean insight that each of us is not determined by some impersonal, species-driven biological destiny. And there’s more: It’s the Christians who teach us the whole truth about who we are as free and relational beings under God. Reform in higher education these days, which is the concern of roughly half the essays in this collection, is driven by the truth that each of us is a free being who works, and that it is irresponsible not to prepare students for the techno-realities of the 21st century marketplace. Those efforts at “disruptive innovation,” however, are at the expense of who we are as more than techno-vocational or middle-class beings, as who we are as a relational being born to know, love, and die — and given a singular destiny that takes us beyond our biological limitations. They’re at the expense of genuinely higher education. The purpose here is not reject the blessings of technological progress, but to understand our various new births of freedom in light of the one true progress toward wisdom and virtue that occurs over the course of a particular human life. These essays are all about creating a “safe space” for liberal education in our increasingly one-dimensional techno-vocational country by deploying all means necessary to defend our genuine moral and intellectual diversity. The only way to create a safe space for diverse heresies is to from a point of view that grasps what’s true and what’s not about each of them. This book is part of the series in dissident political thought, highlighting, as it does, countercultural ways of challenging our dominant forms of techno-progressivism and political correctness.
£999.99
Georgetown University Press A History of Georgetown University: From Academy
Book SynopsisThe discovery and imparting of knowledge are the essential undertakings of any university. Such purposes determined John Carroll, SJ's modest and surprisingly ecumenical proposal to establish an academy on the banks of the Potomac for the education of the young in the early republic. What began earnestly in 1789 still continues today: the idea of Georgetown University as a Catholic university situated squarely in the American experience. Beautifully designed with over 300 illustrations and photographs, "A History of Georgetown University" tells the remarkable story of the administrators, boards, faculty, students, and programs that have made Georgetown a leading institution of higher education. With a keen eye for detail, historian Robert Emmett Curran - a member of the Georgetown community for over three decades - explores the broader perspective of Georgetown's sense of identity and its place in American culture. Volume One traces Georgetown's evolution during its first century, from its beginnings as an academy within the American Catholic community of the Revolutionary War era through its flowering as a college before the Civil War to its postbellum achievements as a university. Volume Two highlights the efforts of administrators and faculty over the next seventy-five years to make Georgetown an ascending and increasingly diverse institution with a range of graduate programs and professional schools. Volume Three examines Georgetown's remarkable rise to prominence as an internationally recognized research university - both culturally engaged and cosmopolitan while remaining grounded in its Catholic and Jesuit character. Each volume features numerous illustrations, photographs, and appendices that include student demographics, enrollments, and lists of board members.Trade ReviewGeorgetown enriched my life in so many ways, and the habits of mind and friendships I found there continue to enrich it today. I loved when I was there, I love it still, and I am honored to be part of a family that gave me so much. This beautifully told history by Professor Curran captures the unique spirit of a remarkable institution that has contributed greatly to our common good. -William Jefferson Clinton, Forty-second President of the United States Everyone who loves the Hilltop, and many of their friends too, will want to have a copy of this splendid history-exhaustively researched, comprehensive in its viewpoint, and vivid in its telling. It is a story both of the university and of the nation with which it was founded. -Leo J. O'Donovan, SJ, president emeritus, Georgetown University This modern history of Georgetown University is good news-and good reading-on several counts. It tells the 20th century story of Georgetown inside and out. It fills in gaps about Catholic higher education. Above all, it confirms Georgetown University's significance within the total landscape of contemporary American higher education. -John Thelin, university research professor, University of Kentucky In these meticulously researched and long-awaited volumes, Emmett Curran provides a rich, complex history of the first 200 years of America's oldest Catholic, Jesuit university, tracing the struggles of John Carroll's 'modest academy' in the new nation to the emergence of Georgetown as an international leader in higher education. Throughout, Curran demonstrates the university's remarkable fidelity to its mission of educating leaders who serve. It is fine history and a good read. -Dorothy M. Brown, professor of history emerita, Georgetown UniversityTable of ContentsForeword Preface Part 1: The Academy: Beginnings, 1773-1830 1. "Our Main Sheet Anchor for Religion" 2. "To Give Perpetuity..." 3. The Return of the Jesuits 4. "Instead of a Constellation...a Few Unfledged Bodys ..." Part 2: From Academy to College, 1830-1860 5. Building a College and More, 1829-1849 6. The 1850s: Refugees, Science, and the founding of the Medical School 7. "Alma Mater of the South:" Student Culture in the Antebellum Years 8. "The Great Object of Education": Curriculum, Student Societies, and Careers Part 3: From College to University, 1860-1889 9. Georgetown's Blue and Gray 10. A Decade of Reconstruction, and the Founding of the Law School 11. Patrick Healy and the Idea of a University 12. Georgetown in 1889: "...She Began with Our Fatherland." Appendices:A. Georgetown Student Enrollments, 1791-1889B. All Degrees Conferred by Georgetown University from 1817 through 1889C. Members of the Board of Directors from 1797 to 1817 and from 1844 to 1889D. Presidents, Prefects, and Deans in Georgetown's First CenturyE. List of Original College Buildings by Construction DateF. Summary Tabulations of Student Demographics for Students at Georgetown from 1791 to 1889 Notes Index
£20.97
Georgetown University Press A History of Georgetown University: The Quest for
Book SynopsisThe discovery and imparting of knowledge are the essential undertakings of any university. Such purposes determined John Carroll, SJ's modest and surprisingly ecumenical proposal to establish an academy on the banks of the Potomac for the education of the young in the early republic. What began earnestly in 1789 still continues today: the idea of Georgetown University as a Catholic university situated squarely in the American experience. Beautifully designed with over 300 illustrations and photographs, "A History of Georgetown University" tells the remarkable story of the administrators, boards, faculty, students, and programs that have made Georgetown a leading institution of higher education. With a keen eye for detail, historian Robert Emmett Curran - a member of the Georgetown community for over three decades - explores the broader perspective of Georgetown's sense of identity and its place in American culture. Volume One traces Georgetown's evolution during its first century, from its beginnings as an academy within the American Catholic community of the Revolutionary War era through its flowering as a college before the Civil War to its postbellum achievements as a university. Volume Two highlights the efforts of administrators and faculty over the next seventy-five years to make Georgetown an ascending and increasingly diverse institution with a range of graduate programs and professional schools. Volume Three examines Georgetown's remarkable rise to prominence as an internationally recognized research university - both culturally engaged and cosmopolitan while remaining grounded in its Catholic and Jesuit character. Each volume features numerous illustrations, photographs, and appendices that include student demographics, enrollments, and lists of board members.Trade ReviewA magnum opus that reflects credit on both subject and author... Thoroughly researched and meticulously presented, this history of Georgetown University sets a high standard as the definitive scholarly account of the oldest Catholic and Jesuit university in the United States. The Catholic Historical ReviewTable of ContentsForeword by John J. DeGioia Preface Part One: Toward a Greater Georgetown, 1889-1928 1. Joseph Havens Richards and the Emergence of the University 2. Georgetown in the Early Twentieth Century 3. Over Here: World War I and the 1920s 4. "Hoya Saxa": Georgetown Athletics From the 1890s to the 1920s Part Two: Keeping the Dream Alive, 1928-1945 5. Depression, Centralization, and Expansion: 1928-1935 6. Renaissance and the "Clouds of War," 1935-1941 7. "We Are Eager to Render Service": The University and the Second World War Part Three: Recovering the Idea of a Catholic University, 1945-1964 8. In a Hot and Cold War World: 1946-1952 9. Edward Bunn and the Consolidation of the University, 1952-1964 10. Toward the Fulfillment of a Vision AppendicesA. Student Enrollments, 1889-1965B. Presidents of the University, 1888-1968C. Prefects of Studies/Deans of the College of Arts and Sciences, 1889-1964D. Deans of the Graduate School, 1900-1967E. Deans of the Medical School, 1889-1974F. Deans of the Law School, 1889-1969G. Deans of the Dental School, 1901-66H. Superintendents/Principals/Deans of the School of Nursing, 1903-67I. Deans of the School of Foreign Service, 1919-66J. Directors of the Institute of Languages and Linguistics/Deans of the School of Languages and Linguistics, 1949-74K. Directors/Deans of the School of Business Administration, 1957-65L. Directors/Deans of the School of Summer and Continuing Education (School of Continuing Education), 1953-67M. Academic Vice Presidents, 1955-67N. Executive Vice Presidents for Medical Center Affairs, 1960-68O. Regents of the Law, Medical, Dental, Nursing, Foreign Service, Language and Linguistics, and Business Schools, 1920-68P. Georgetown University Buildings by Construction Date, 1890-1962 Selected Bibliography Index
£20.99
Georgetown University Press A History of Georgetown University: The Rise to
Book SynopsisThe discovery and imparting of knowledge are the essential undertakings of any university. Such purposes determined John Carroll, SJ's modest and surprisingly ecumenical proposal to establish an academy on the banks of the Potomac for the education of the young in the early republic. What began earnestly in 1789 still continues today: the idea of Georgetown University as a Catholic university situated squarely in the American experience. Beautifully designed with over 300 illustrations and photographs, "A History of Georgetown University" tells the remarkable story of the administrators, boards, faculty, students, and programs that have made Georgetown a leading institution of higher education. With a keen eye for detail, historian Robert Emmett Curran - a member of the Georgetown community for over three decades - explores the broader perspective of Georgetown's sense of identity and its place in American culture. Volume One traces Georgetown's evolution during its first century, from its beginnings as an academy within the American Catholic community of the Revolutionary War era through its flowering as a college before the Civil War to its postbellum achievements as a university. Volume Two highlights the efforts of administrators and faculty over the next seventy-five years to make Georgetown an ascending and increasingly diverse institution with a range of graduate programs and professional schools. Volume Three examines Georgetown's remarkable rise to prominence as an internationally recognized research university - both culturally engaged and cosmopolitan while remaining grounded in its Catholic and Jesuit character. Each volume features numerous illustrations, photographs, and appendices that include student demographics, enrollments, and lists of board members.Trade ReviewGeorgetown enriched my life in so many ways, and the habits of mind and friendships I found there continue to enrich it today. I loved when I was there, I love it still, and I am honored to be part of a family that gave me so much. This beautifully told history by Professor Curran captures the unique spirit of a remarkable institution that has contributed greatly to our common good. -William Jefferson Clinton, Forty-second President of the United States Everyone who loves the Hilltop, and many of their friends too, will want to have a copy of this splendid history-exhaustively researched, comprehensive in its viewpoint, and vivid in its telling. It is a story both of the university and of the nation with which it was founded. -Leo J. O'Donovan, SJ, president emeritus, Georgetown University This modern history of Georgetown University is good news-and good reading-on several counts. It tells the 20th century story of Georgetown inside and out. It fills in gaps about Catholic higher education. Above all, it confirms Georgetown University's significance within the total landscape of contemporary American higher education. -John Thelin, university research professor, University of Kentucky In these meticulously researched and long-awaited volumes, Emmett Curran provides a rich, complex history of the first 200 years of America's oldest Catholic, Jesuit university, tracing the struggles of John Carroll's 'modest academy' in the new nation to the emergence of Georgetown as an international leader in higher education. Throughout, Curran demonstrates the university's remarkable fidelity to its mission of educating leaders who serve. It is fine history and a good read. -Dorothy M. Brown, professor of history emerita, Georgetown UniversityTable of ContentsForeword by John J. DeGioia Preface Part One: The Academy in the 1960s 1. Into the Groves of Modernity 2. A Time of Crisis and Challenge: Georgetown in the 1960s (1965-75) I 3. The University in an Unraveling World: Georgetown in the 1960s (1965-75) II Part Two: Into the Center Front of American Higher Education 4. The Second Healy: Georgetown and the Prestigious Circle, 1976-89 5. End of a Second Century: Not with a Whimper, 1976-89 Epilogue AppendixesA. Student Enrollments, 1963-90B. Presidents of the University, 1952-2010C. Deans of the College of Arts and Sciences, 1957-2010D. Deans of the Graduate School, 1960-2010E. Deans of the Medical School, 1963-2010F. Deans of the Law School/Executive Vice Presidents for Law Center Affairs, 1955-2010G. Deans of the Dental School, 1950-90H. Deans of the School of Nursing and Health Studies, 1963-2010I. Deans of the School of Foreign Service, 1962-2010J. Deans of the School of Languages and Linguistics, 1962-2010K. Director/Deans of the School of Business Administration, 1960-2010L. Deans of the School of Summer and Continuing Education (School of Continuing Education), 1963-2010M. Academic Vice Presidents/Executive Vice Presidents for the Main Campus, 1955-2010N. Executive Vice Presidents for Medical Center Affairs/Executive Vice Presidents for the Health Sciences, 1963-2010O. Regents of the Law, Foreign Service, Language and Linguistics, and Business Schools, 1961-68P. Georgetown University Buildings by Construction Date, 1964-2007 Selected Bibliography Index
£19.83
University of Scranton Press,U.S. The Idea of the Catholic University: Proceedings
Book SynopsisFor decades, those involved in Catholic higher education - including administrators, professors, philosophers, theologians, and students - have perennially taken on the challenge of defining and clarifying what exactly and uniquely characterizes their endeavor. Borrowing his title in part from John Henry Newman's "The Idea of the University", Kenneth Whitehead collects in this volume thirteen original essays that examine the mission of Catholic higher education, covering such topics as Catholic studies programs at Catholic and non-Catholic universities and the engagement of Catholic universities with secular culture.
£999.99
Temple University Press,U.S. Education Of A University President
Book SynopsisMarvin Wachman's parents were Russian Jewish immigrants with little formal education. Yet they instilled in their son the values of education, self-improvement, and perseverance. Because of Wachman's beliefs in human progress, he learned not only how to survive in hard times, but how to flourish. A newly minted PhD, Wachman served in World War II as a combat platoon sergeant where he was further drawn to teaching by his desire for work of lasting value. He proved a man of vision and administrative ability, qualities that suited him to lead two great universities renowned for their commitment to extending educational opportunity. During the Civil Rights era, Wachman served as the president of Lincoln University, the country's oldest historically Black college; later he guided Temple University to greater fiscal security, and under his leadership, education programs for Temple students were launched in Europe and Asia .The Education of a University President recalls Wachman's distinguished career in education and his steadfast dedication to liberal values.Trade Review"In this illuminating memoir, Marvin Wachman reflects on his six-decade odyssey in American higher education... The organizing theme of Wachman's memoir is his continual effort to learn in an ever changing world, to become educated to its nuances and shifting boundaries, transforming social trends and political reverberations, all with respect to the challenges posed to American higher education and, therefore, also to him personally... Wachman has demonstrated through his own example that all of us, university presidents included, must never stop learning."-James W. Hilty, from the Foreword "Wachman emerge[s] from [his] memoir as [a] highly accomplished yet modest leader who demonstrate[s] that [he is a] worthy role model for future generations of college presidents and administrators. General readers and specialists will benefit from the lessons learned and shared by [this] distinguished university president."-ForeWordTable of ContentsForeword - by James W. HiltyPreface1. The Apprentice2. The Professor: Colgate University3. Exporting the American Idea: The Salzburg Seminar4. Confronting the Race Problem: Lincoln University5. Temple: The Urban University6. RetirementAcknowledgmentsIndexPhotographs follow page 100
£999.99
Temple University Press,U.S. Universities in the Age of Corporate Science: The
Book SynopsisAsks hard questions about partnerships between big business and universitiesTrade Review"A landmark study of the continuing corporatization of higher education. It is unique: no other work has its depth and thoroughness regarding one particular (and particularly important) university-industry relationship." Christopher Newfield, author of Ivy and Industry: Business and the Making of the American University, 1880-1980 (Duke University Press) "The book provides fascinating details of the deal, the players and the controversy, and does an admirable job of empirically and qualitatively measuring the effects of the agreement on scientific research. It succeeds in its aim of analyzing the UCB-N deal...In short, Universities in the Age of Corporate Science is a compelling and detailed description of the events surrounding the UCB-N deal. It should be enjoyed by all those who follow the evolution of university-industry relations, offering as it does a unique look at how the collaboration was made." Nature "The book does deliver on its promote of a thorough review of how the UCB-Novartis agreement emerged, justifications for moving it forward, and its ultimate impact." NCURA Newsletter "The book explores the uproar surrounding the Berkeley-Novartis agreement...Although no misconduct was uncovered by the study, the deal's scrutiny calls for a multilevel and ongoing dialogue on the future of land grant and research universities, the authors note." August 2007 University Business "Universities in the Age of Corporate Science would be of interest to students and faculty in a variety of disciplines and degree levels. Agricultural science students and faculty should be most encouraged to read this study, as it contains much information on where these fields have been and in what directions the research is going. This would also be good reading for those in the social sciences studying the conflicts that arise from the interaction of private interests and public good." Agriculture and Human ValuesTable of ContentsIntroduction 1: Theoretical Framework 2: The Changing World of Universities 3: Land Grant Universities, Agricultural Science and UC Berkeley 4: A Chronology of Events 5: Points of Contention 6: Overview and Analysis of the Agreement 7: The Agreement and the Public Stage 8: The Scientific Enterprise 9: Intellectual Property Rights 10: Impact and significance of UCB-N on UCB and CNR 11: Rethinking the Role of Public and Land Grant Universities 12: Constructing the Future: Revisioning Universities
£999.99
Temple University Press,U.S. Race and Class Matters at an Elite College
Book SynopsisHow race and class collide at a prestigious liberal arts collegeTrade Review"Finally, a case study that skillfully unpacks the problems of race and privilege, the less visible inheritance of social class, and the well-intentioned but unfinished campus efforts at environmental engineering. Elizabeth Aries’ insights and recommendations are as serious and relevant as the vexing challenges our colleges face."—Eugene M. Tobin, Program Officer for the Liberal Arts Colleges Program at The Andrew W. Mellon Foundation, former President of Hamilton College, and co-author of Equity and Excellence in American Higher EducationTable of ContentsAcknowledgements 1. Becoming a More Diverse College: Challenges and Benefits 2. Investigating Race and Class Matters on Campus 3. First Encounters with Race and Class 4. Negotiating Class Differences 5. Relationships across Race and Class 6. Learning from Racial Diversity 7. Learning from Class-Based Diversity 8. Negotiating Racial Issues 9. As the Year Ended 10. Meeting the Challenges of Diversity Appendix A: On-Line Survey Measures Appendix B: Interview Questions Notes Reference Index
£999.99
Temple University Press,U.S. The University Against Itself: The NYU Strike and
Book SynopsisThe essays in this book, written by people involved either involved in the strike (graduate students, faculty, organizers) or who are nationally recognized writers on academic labor, offers lessons on what the GSOC strike says about the current role of the university in public life, and how the pressure for universities to realign themselves along the lines of private corporations has broad implications for the future of higher education.Trade Review"It studies NYU specifically and universities in general, offering a solid reassessment of corporate growth in higher education, while exploring how to fight for better universities through collective action. Blessedly free of jargon and unforgiving in its critique, this book speaks powerfully to any faculty member interested in retaining academic freedom, shared governance, dignity on the job, or just the job itself... thought-provoking." Academe "[A] set of thoughtful reflections by strike proponents about the corporate university... The University Against Itself is at its best precisely when the authors capture the continuing tension between the academic and corporate characteristics of the emerging corporate academy." The Industrial and Labor Relations Review, Jan 2009 "Although these are not the first labor or social movement examinations to generate predictive analyses, existing literatures remain relatively sparse, and therefore, these pieces constitute a welcome addition to a growing body of work, particularly in terms of expanding research in the areas of movement repertoire and tactical innovation. In sum, I highly recommend this thoughtfully organized and well-written volume for the relevant conversations it includes as well as the ones it will inspire for people interested in the labor movement and/or higher education." - Contemporary Sociology January 2010Table of ContentsThe University Against Itself: The NYU Strike and the Future of the Academic Workplace Edited by Monika Krause, Mary Nolan, Michael Palm and Andrew Ross Table of ContentsIntroductionPart I: Corporate University?Ashley Dawson and Penny Lewis, NYC: Academic Labor Town? Ellen Schrecker, Academic Freedom in the Age of CasualizationMary Nolan, A Leadership University for the Twenty-first Century? Corporate Administration, Contingent labor, and the Erosion of Faculty RightsChristopher Newfield and Greg Grandin, Building a Statue of Smoke: The NYU Trustees, Finance Culture, and the Demotion of Intellectual LaborStephen Duncombe and Sarah Nash, ICE From the Ashes of FIRE: NYU and the Economy of Culture in New York CityAdam Green, The High Cost of Learning: Tuition, Educational Aid, and the New Economics of Prestige in Higher EducationMicki McGee, Blue Team, Gray Team: Some Varieties of the Contingent Faculty ExperiencePart II: GSOC StrikeUnions at NYU, 1971-2007Susan Valentine, The Administration Strikes Back: Union Busting at NYUSteve Fletcher, “Bad News for Academic Labor? Lessons in Media Strategy from the GSOC StrikeMaggie Clinton, Miabi Chatterji, Sherene Seikaly, Natasha Lightfoot, Naomi Schiller, “If Not Now, When? Lessons Learned from GSOC's 2005-6 Strike”Jeff Goodwin, faculty Andrew Cornell, Undergraduate Participation in Campus Labor Coalitions: Lessons from the NYU StrikeMatthew Osypowski (with Adam Graham Silverman), Operation Class-move Part III: Lessons for the FutureThe State of the Academic Labor Movement: A Roundtable with Stanley Aronowitz, Barbara Bowen and Ed Ott, Moderated by Kitty KrupatAndrew Ross, Global UMonika Krause, and Michael Palm, Activists into organizers! How to Work with Your Colleagues and Build Power in Graduate School Gordon Lafer , Sorely Needed: A Corporate Campaign for the Corporate UniversityCary Nelson, Graduate Employee Unionization and the Future of Academic Labor
£999.99
Quirk Books Stuff Every College Student Should Know
Book SynopsisFrom the best-selling series of how-to guides comesStuff Every College Student Should Know, the ultimate reference for every part of campus life. Packed with tips, tricks, and handy lists, the book gives college kids the lowdown on everything from pulling all-nighters to navigating dorm room drama to actually doing their own laundry. Covering everything from move-in day to graduation, this pocket-size handbook is the perfect gift for high-school seniorsbecause textbooks can teach you only so much.Trade Review“Mandatory reading for the college bound.”—BookPage“The perfect little gift for high school graduates, or those in the midst of college, this pocket-sized reference is packed with essential information about every part of campus life.”—Creator’s Syndicate“Stuff Every College Student Should Know is literally the Holy Bible of all things college.”–CollegeCandy.com “This unpretentious little book not only makes a great gift item for this year’s graduating high schoolers, it is truly packed with real-world, highly useful information.” —Anna Jedrziewski, Retailing Insight
£9.49
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